Texas Tea: Q&A with Dr. Rebecca Blum Martinez about Spanish Language Arts

1. Texas districts must consider the newly adopted required literary works alongside their Spanish Language Arts and Reading materials. What should district leaders look for and listen for to distinguish high-quality, authentic Spanish language arts materials from English translations?

I encourage district leaders to start with a simple question: Were these materials developed with the Spanish language, its literature, and its cultural richness in mind, or were they simply translated from English?

High-quality Spanish language arts materials should reflect how Spanish is naturally spoken, written, and experienced. They should also introduce students to literature from different Spanish-speaking countries and communities. This matters because our students bring diverse linguistic and cultural experiences into their classrooms, and their instructional materials should reflect that diversity.

One practical place to start is with poetry, nursery rhymes, and traditional stories. Spanish has a rich tradition of rhymes, songs, and oral storytelling. When an English nursery rhyme is translated, the words may carry the same basic meaning, but the rhythm, rhyme, and natural flow of the language can be lost. That should raise questions about the quality of the translation and its value for literacy instruction.

I would also encourage leaders to listen to how the language sounds when teachers and students read aloud. Does it sound natural? Does the vocabulary make sense? Are the sentence structures authentic to Spanish? Does the text reflect cultural experiences beyond those commonly represented in English-language literature?

The goal is not simply to provide students with books in Spanish. The goal is to provide high-quality Spanish literature that helps students develop strong literacy skills, cultural knowledge, and an appreciation for the language itself.

2. How should districts approach the use of translated texts and texts originally written in Spanish when building a strong Spanish literacy program?

I don't believe the conversation should be about eliminating translations altogether. Instead, districts need to be intentional about when translations are appropriate and when authentic Spanish texts would better serve students.

Not every genre translates equally well. Poetry, nursery rhymes, and traditional stories are good examples. When we already have rich literary traditions in Spanish, why would we automatically choose an English text and translate it? We may preserve the general meaning, but lose the rhythm, cultural references, and linguistic features that make the original meaningful. At the same time, some translations can be valuable, especially when skilled translators understand the language, cultural context, and intended audience. Translation is both an art and a science. A word can be technically correct and still carry a meaning or cultural association that makes it inappropriate for a particular text or community.

For Texas districts, I recommend building a balanced collection of texts that includes authentic literature from different Spanish-speaking countries, literature that reflects the experiences of students growing up in the United States, and carefully selected translations when they add value. This is particularly important in dual language programs. Bilingual education is about more than learning two languages. It is also about understanding cultures, perspectives, and ways of expressing ideas. If students only encounter North American stories translated into Spanish, we are limiting the cultural and literary experiences that should be part of a strong biliteracy education.

District leaders should review their current collections and ask whether students are encountering a genuine diversity of Spanish-language literature or primarily translated versions of English materials.

3. For dual language programs in particular, how can high-quality Spanish materials build true biliteracy without treating Spanish as secondary to English?

I think we need to move away from the idea that Spanish instruction must mirror English instruction.

In many dual language programs, we see an expectation that the same skills, texts, and instructional pacing should be used in both languages. But that approach does not always reflect how the two languages work or how students develop literacy in each. Spanish has a much more transparent writing system, meaning that the relationship between letters and sounds is generally more consistent than in English. For example, Spanish vowels typically maintain consistent sounds. As a result, students can often establish sound-letter relationships and begin combining sounds into syllables relatively quickly.

Students learning to read in Spanish may be ready to work with multisyllabic words and more complex sentences while their English literacy instruction is still focusing on different foundational skills.  Think about a familiar word like tortilla. Children may already know and use that word in conversation. Our instruction should help them connect that oral language knowledge to print. That is perfectly appropriate. We should not hold students back in Spanish simply because their English instruction is following a different progression.

Leaders should examine whether their Spanish materials include appropriate instruction in syllable patterns, opportunities to read multisyllabic words, and meaningful texts that reflect the structure of Spanish. 

The same principle applies to literature. Students do not need to read identical texts in both languages to build knowledge. In fact, reading different texts about a common topic can deepen their understanding by introducing additional perspectives, cultural experiences, and vocabulary.

Imagine students studying a theme such as family or community. They might read one text in English and explore two different authentic Spanish texts that address the same theme from different cultural perspectives. The learning remains connected, but each language contributes something meaningful. That is where biliteracy becomes powerful. Students build knowledge and literacy in each language, and teachers intentionally help them make connections across languages.

Do not treat Spanish as a translation of what happens in English. Recognize it as an equally important language of instruction, with its own literature, linguistic structures, and opportunities to develop academic knowledge.

4. What role should bilingual educators play in evaluating Spanish instructional materials, and what expertise should district leaders intentionally build within their systems to support those decisions?

Bilingual educators should have a meaningful voice in selecting and evaluating Spanish instructional materials. They work with these materials every day and understand their students' linguistic and cultural experiences in ways essential to making sound instructional decisions.

However, we also need to recognize that being bilingual does not automatically mean someone has received extensive preparation in Spanish linguistics, literacy development, or children's literature.

Many bilingual teachers completed preparation programs where most of their coursework was delivered in English. They may not have had opportunities to study Spanish foundational literacy instruction, language structures, or authentic Spanish children's literature in depth. This creates an important opportunity for district leaders.

I encourage districts to invest in professional learning focused specifically on Spanish literacy development. Teachers need opportunities to deepen their understanding of Spanish phonology, syllable structures, reading and writing development, and the characteristics of high-quality Spanish literature.

One practical strategy is to establish professional learning communities focused on Spanish literacy. Teachers could read and discuss authentic children's literature, examine instructional materials together, and explore how different texts support language, literacy, and cultural understanding. These learning opportunities should also respect the linguistic diversity of the communities being served. The goal is not to tell teachers that one variety of Spanish is better than another. The goal is to build professional knowledge while valuing the language's richness and the communities students represent.

Most importantly, teachers need opportunities to apply that expertise. Districts should include bilingual educators in curriculum review committees, materials selection processes, and decisions about supplemental resources. By combining teachers' classroom knowledge with ongoing professional learning and meaningful participation in curriculum decisions, we build stronger systems for Spanish literacy instruction.

5. What implementation pitfalls should leaders avoid when adding Texas required literary works to HQIM so instruction is not fragmented or disconnected from curriculum?

I think the biggest mistake districts can make is treating the required literary works as additional books that simply need to be inserted into an existing curriculum. The goal should be coherence. We want students to experience connected learning that builds knowledge, develops language, and strengthens literacy over time.

When districts review required literary works, I encourage them to start by examining the themes, topics, and knowledge students are expected to develop. Then they can consider how authentic Spanish texts might complement that learning. One important point is that coherence does not require identical texts in English and Spanish.

I know some leaders prefer identical texts because they believe it makes instructional planning and classroom observations easier. But I would encourage them to focus on what students are learning rather than whether the books match. Teachers can plan around shared concepts, learning goals, and knowledge-building opportunities even when the texts differ.

For Texas districts, a practical first step is to map the required literary works to existing curriculum units. Identify where texts naturally connect to the knowledge being developed, where authentic Spanish literature can add important literacy skills and perspectives, and where additional instructional support may be needed.

The goal is not to add more disconnected activities. The goal is to ensure every text contributes to a coherent, meaningful literacy experience.

6. What are three priorities Texas superintendents, chief academic officers, and multilingual education leaders should focus on to strengthen Spanish literacy instruction over the next few years?

If I could recommend three priorities, they would be these:

First, prioritize authentic, high-quality Spanish literature. Districts should ensure that students have access to texts originally written in Spanish, not just translations of English materials. These texts should represent different genres, authors, and literary traditions, giving students opportunities to experience Spanish as a rich, meaningful language of literacy.

Second, ensure that foundational literacy instruction reflects how Spanish works. Leaders should examine the sequence, pacing, and instructional approaches used in Spanish reading instruction. Students should have opportunities to progress through sound-letter relationships, syllables, multisyllabic words, and connected text in ways that reflect Spanish structure rather than automatically following an English instructional sequence.

Third, expand the cultural and linguistic representation in Spanish instructional materials. Students should encounter literature that reflects the diversity of Spanish-speaking communities, including the histories, traditions, and perspectives represented in their classrooms. We should move beyond relying on one country, one cultural experience, or one type of story to represent the entire Spanish-speaking world. We should also thoughtfully include literature that reflects students' experiences in the United States, selecting high-quality Spanish originals or culturally and linguistically appropriate translations.

For district leaders, these priorities require intentional decisions about curriculum selection, instructional expectations, and professional learning.

Ultimately, strengthening Spanish literacy is not simply about having more materials available in Spanish. It is about ensuring students have access to instruction and literature that honor the language, reflect their experiences, and build a strong foundation for biliteracy development.

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